SUBJECT: World Languages TOPIC: Comparing and Contrasting Cultures through Food Grade Level: Ninth Time: 90 Minutes
Target Group: The tenth grade heterogeneous class is comprised of 23 students of varying ethnic backgrounds, learning styles, multiple intelligences, cultural experiences and learning abilities. The group is familiar with basics of Spanish and Chinese culture through previous lesson plans.
Description: This lesson is a culminating hands-on group activity following the teaching of culture, language and food.
PDE Academic Standards: 3.1 Use technology to present information about yourself for the Spanish-speaking community
5.1 Find evidence of current cultural and food customs relating to Spanish-speaking cultures.
5.1 Share an aspect of food in the Spanish-speaking culture and/or create a product to enrich the school community.
Goal: Students will compare and contrast Chinese and Spanish cuisine using what they've learned in class and their own personal experiences.
Student Behaviors
Evidence
Criteria
To recall food vocabulary in both languages
To research popular foods in the Chinese and Spanish cultures
Compare and contrast the different food cultures
Student input of previously learned vocabulary
Students submit an outline of their research and sources
Students submit a restaurant brochure detailing the differences and similarities between foods in the two cultures by highlighting foods "for sale" from each culture. Each brochure should include a restaurant name and a designed storefront on the front of the brochure.
Students demonstrate a strong, good or adequate understanding of previously learned vocabulary and cultural behaviors
Students demonstrate a strong, good or adequate ability to research the topic using reputable sources and personal experience
Students demonstrate strong, good or adequate understanding of the topic and following directions
Time
Activity
Differentiation
Day 1
15 Minutes
WARM-UP: (As students enter class) Students recall previously learned vocabulary about food.
INTRODUCTION: Ask students to recall different experiences with ethnic foods. "What ethnic foods are your favorite? What about in the Spanish and Chinese cultures?" Have students volunteer to walk to the board and create a list of student responses.
Refer to a powerpoint slide show of Chinese and Spanish cuisine.
Ask students, "Are there any similarities between these two ethnic food groups?" (expect "rice" as an answer)
Break students into 5 groups.
Process:
Kinesthetic learned can write their reponses on the board.
Visual learners view slides show.
Intrapersonal learners benefit from group assignments.
25 Minutes
5 Minutes
DEVELOPMENT: Form students into groups and distribute an outline. Ask students to begin drafting a list comparing and contrasting the two food cultures using the supplied outline. What is similar and what is different? What do they know from their own experiences? Students scaffold each other in developing their comparisons and outlines.
Refer to various region specific books in the classroom library. Students may also go to the computer labs to find information and pictures.
CLOSING: Explain the next steps to students
Content: Distribute outline for groups to fill in and turn in with final project
Product: Students use outside sources such as guidebooks and cookbooks to aid in their research.
Process: Small groups encourage peer assistance
Assessment: Teacher uses a checklist to rate student participation as "strong", "good" or "adequate" or "needs improvement". A rubric is used to grade the brochure based on the following categories: following directions, research, and presentation.
Possible Follow-up:
Students write a reflection of their experiences
Students attend a restaurant in their neighborhood to experience the foods researched
Students write recipes of ethnic foods
Students participate in a "Cultural Food Fair" and cook and present a dish we learned about
Materials: Computer lab with internet and Microsoft Powerpoint, assorted books and resources
TOPIC: Comparing and Contrasting Cultures through Food
Grade Level: Ninth
Time: 90 Minutes
Target Group: The tenth grade heterogeneous class is comprised of 23 students of varying ethnic backgrounds, learning styles, multiple intelligences, cultural experiences and learning abilities. The group is familiar with basics of Spanish and Chinese culture through previous lesson plans.
Description: This lesson is a culminating hands-on group activity following the teaching of culture, language and food.
PDE Academic Standards:
3.1 Use technology to present information about yourself for the Spanish-speaking community
5.1 Find evidence of current cultural and food customs relating to Spanish-speaking cultures.
5.1 Share an aspect of food in the Spanish-speaking culture and/or create a product to enrich the school community.
Goal: Students will compare and contrast Chinese and Spanish cuisine using what they've learned in class and their own personal experiences.
To research popular foods in the Chinese and Spanish cultures
Compare and contrast the different food cultures
Students submit an outline of their research and sources
Students submit a restaurant brochure detailing the differences and similarities between foods in the two cultures by highlighting foods "for sale" from each culture. Each brochure should include a restaurant name and a designed storefront on the front of the brochure.
Students demonstrate a strong, good or adequate ability to research the topic using reputable sources and personal experience
Students demonstrate strong, good or adequate understanding of the topic and following directions
15 Minutes
INTRODUCTION: Ask students to recall different experiences with ethnic foods. "What ethnic foods are your favorite? What about in the Spanish and Chinese cultures?" Have students volunteer to walk to the board and create a list of student responses.
Refer to a powerpoint slide show of Chinese and Spanish cuisine.
Ask students, "Are there any similarities between these two ethnic food groups?" (expect "rice" as an answer)
Break students into 5 groups.
Kinesthetic learned can write their reponses on the board.
Visual learners view slides show.
Intrapersonal learners benefit from group assignments.
5 Minutes
Refer to various region specific books in the classroom library. Students may also go to the computer labs to find information and pictures.
CLOSING: Explain the next steps to students
Product: Students use outside sources such as guidebooks and cookbooks to aid in their research.
Process: Small groups encourage peer assistance
Assessment: Teacher uses a checklist to rate student participation as "strong", "good" or "adequate" or "needs improvement". A rubric is used to grade the brochure based on the following categories: following directions, research, and presentation.
Possible Follow-up:
Materials: Computer lab with internet and Microsoft Powerpoint, assorted books and resources